Summarizingprovides the opportunity to identify
and integrate the most important information in the text. Text can be
summarized across sentences, across paragraphs, and across the passage as a
whole. When the students first begin the reciprocal teaching procedure, their
efforts are generally focused at the sentence and paragraph levels. As they
become more proficient, they are able to integrate at the paragraph and passage
levels. Kemampuan
untuk dapat membedakan hal-hal yang penting dan hal-hal yang tidak penting.
Menentukan intisari dari teks bacaan tersebut.

Question generatingreinforces the summarizing strategy
and carries the learner one more step along in the comprehension activity. When
students generate questions, they first identify the kind of information that
is significant enough to provide the substance for a question. They then pose
this information in question form and self-test to ascertain that they can
indeed answer their own question. Question generating is a flexible strategy to
the extent that students can be taught and encouraged to generate questions at
many levels. For example, some school situations require that students master
supporting detail information; others require that the students be able to
infer or apply new information from text. Question generating ini digunakan
untuk memonitor dan mengevalusi sejauhmana pemahaman siswa terhadap bahan bacaan.

Clarifying is an activity that is particularly
important when working with students who have a history of comprehension
difficulty. These students may believe that the purpose of reading is saying
the words correctly; they may not be particularly uncomfortable that the words,
and in fact the passage, are not making sense. When the students are asked to
clarify, their attention is called to the fact that there may be many reasons
why text is difficult to understand (e.g., new vocabulary, unclear reference
words, and unfamiliar and perhaps difficult concepts). They are taught to be
alert to the effects of such impediments to comprehension and to take the
necessary measures to restore meaning (e.g., reread, ask for help).Dalam
suatu aktifitas membaca mungkin saja seorang siswa menganggap pengucapan kata
yang benar adalah hal yang terpenting walaupun mereka tidak memahami makna dari
kata-kata yang diucapkan tersebut. Siswa diminta untuk mencerna makna dari
kata-kata atau kalimat-kalimat yang tidak familier, apakah meraka dapat
memaknai maksud dari suatu paragraph.

Predicting occurs when students hypothesize
what the author will discuss next in the text. In order to do this
successfully, students must activate the relevant background knowledge that
they already possess regarding the topic. The students have a purpose for
reading: to confirm or disprove their hypotheses. Furthermore, the opportunity
has been created for the students to link the new knowledge they will encounter
in the text with the knowledge they already possess. The predicting strategy
also facilitates use of text structure as students learn that headings,
subheadings, and questions imbedded in the text are useful means of
anticipating what might occur next. Pada
tahap ini siswa diajak untuk melibatkan pengetahuan yang sudah diperoleh di
awal untuk digabungkan dengan informasi yang diperoleh dari teks yang dibaca. Kemudian
digunakan dalam mengimajinasikan kemungkinan yang akan terjadi berdasar atas
gabungan informasi yang sudah dimilikinya. Setidaknya siswa diharapkan dapat
membuat dugaan tentang topic dari paragraph selanjutnya.

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